at,self-conceptmotivation20xx-bridgestolearningconference在自我概念和自我激勵(lì)，20xx橋?qū)W習(xí)會(huì)議(編輯修改稿)
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【文章內(nèi)容簡(jiǎn)介】 jority of our students I think AT has impacted their selfesteem.” Psychosocial Impact of Assistive Devices Scale (PIADS) ? The PIADS was used to assess the impact of the technology (Day amp。 Jutai, 1996). ? The researcher worked with participants in the pletion of the PIADS. ? Each of the 3 subscales had the possibility of obtaining a mean score from –3 to +3. PIADS Subscale Means S e l f E s t e e m = 0 . 9 8 9 1A d a p t a b i l i t y = 1 . 6 0 4 6 C o m p e t e n c e = 1 . 6 9 5 72 . 0 01 . 5 01 . 0 00 . 5 00 . 0 0Mean Competence Adaptability SelfEsteem = = = SelfPerception Profile for Learning Disabled Students (SPPLD) ? The SPPLD (Renick amp。 Harter, 1988) was used to assess selfesteem. SPPLD Results (administered 3 months apart) ? As a class, participants pleted the SPPLD in October and again in January. ? Pairedsamples ttests were conducted in order to determine if there was a change in selfconcept and selfesteem from when students first began their studies at the demonstration school to when they felt confident in their use of AT. ? Global SelfWorth did not significantly improve. ? Students felt that they were smarter in January (M= , SD= .67) than they did in October (M= , SD= .75), t(22)= , p .05. Rationale for the Second Study ? The SPPLD was administered 3 months apart. ? What would occur if the SPPLD was administered over a longer period of time??? Study 2: The Students ? All of the students had severe LD. ? Were in their first year of attendance at the demonstration school. ? Participants were between 11 and 15 years of age. ? In total there were15 males and 9 females. Study 2: SPPLD Results (administered 8 months apart) ? Over the course of 8 months, participants demonstrated a significant increase in all of the academic selfconcept domains. ? With the exception of Math Competence, which demonstrated a medium effect size (d = ), all of the academic domains (., General Intellectual Ability d = 。 Reading Competence d = 。 Writing Competence d = 。 and Spelling Competence d = ) presented large effect sizes. SPPLD Competency Scores September 2022 – May 2022 Sept. 2022 May 2022 Subscale M . M . Significance General Intellectual Ability .68 .66 .00* Reading Competence .72 .67 .00* Writing Competence .62 .67 .00* Spelling Competence .58 .65 .00* Math Competence .96 .89 .00* *p .01, onetailed. SPPLD Results (administered 8 months apart) 01234R e a d i n gC o m p e t e n c eW r i t i n gC o m p e t e n c eS p e l l i n gC o m p e t e n c eM a t hC o m p e t e n c eG e n e r a lI n t e l l e c t u a lA b i l i t ySep07May08Score Perceived Competencies SPPLD Competency Scores September 2022 – June 2022 Sept. 2022 June 2022 Subscale M . M . Significance General Intellectual Ability .68 .59 .00* Reading Competence .72 .72 .00* Writing Competence .62 .55 .00* Spelling Competence .58 .68 .00* Math Competence .96 .72 .00* *p .01, onetailed. SPPLD Results (administered 2 years apart) 01234R e a d i n g W r i t i n g S p e l l i n g M a t h I n t e l l e c t u a lA b i l i t ySep07May08Jun09Se p 0 7M a y 0 8J u n 0 9Perceived Competencies Rationale for the Third Study ? Want to better understand the degree to which students continue to use AT and how they are coping and performing in their local high schools. ? Want to understand how AT may influence selfconcept and school motivation. Study 3: The Students ? Formally diagnosed with LD. ? Achieving 5+ years below grade level when accepted into the demonstration school. ? 19 students recently graduated from the program. ? 12 of these students agreed to participate. ? Students were between 14 and 16 years of age (Gr. 9 – 1
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